Dissertationen zum Thema „Bilingualität“

PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
O presente estudo propõe uma metodologia para medir graus de bilingualidade. A proposta é tentar quantificar esse conceito. Considerando que o comportamento bilíngüe não deve ser descrito como um aspecto universalista ou essencialista do indivíduo bilíngüe, os conhecimentos objetivos de estatística ou de probabilidade e as metodologias formais de coletas de dados, por exemplo, não contemplam os aspectos subjetivos e contextuais de manifestações bilíngües. A ortodoxia e inflexibilidade das metodologias disponíveis não conseguem apreender a fluidez de um conceito como bilingualidade. Nossa questão é mostrar que a lógica fuzzy apresenta-se como uma possível ferramenta de medida porque leva em consideração as percepções individuais e as experiência culturais do observador/pesquisador quando este tenta definir o que constitui o fenômeno observado. A verdade de qualquer afirmação se torna uma questão de gradação. A metodologia usada foi: 1) gravação e transcrição de entrevista com indivíduos bilíngües; 2) seleção das narrativas de histórias de vida presentes nas entrevistas; 3) identificação das variáveis relevantes para a análise; 4) análise das bilingualidades dos indivíduos usando a Fuzzy Logic Toolbox do software MATLAB. As bilingualidades dos indivíduos são analisadas nos contextos familiar, social e profissional. Um aspecto importante a ser considerado é que, devido à fluidez da bilingualidade, fatores diferentes e variáveis múltiplas concorrem para configurar uma análise de manifestações de bilingüismo. Assim, conseguimos mostrar matematicamente, através do uso da lógica fuzzy, o que conhecemos com base em nossa experiência de vida: um mesmo indivíduo apresenta diferentes graus de bilingualidade em diferentes contextos sociais. Da mesma forma, comprovamos que em um mesmo contexto social, um mesmo indivíduo pode apresentar diferentes graus de bilingualidade, dependendo do estágio de vida em que se encontra.
This study proposes a methodology to evaluate degrees of bilinguality. The objective is to quantify the concept bilinguality. Considering that the bilingual behavior should not be taken as one`s universalist or essentialist aspect, objective knowledge of statistics and probability, and formal methodology of data gathering, for example, do not cope with the subjective and contextual aspects of the bilingual manifestations. The orthodoxy and inflexibility of the available methodologies can not apprehend such a fluid concept as bilinguality. The propose of this study is to present Fuzzy Logic as a possible tool to measure bilinguality for it takes into account the observer/researcher`s individual perceptions and cultural experience for defining what constitutes the observed phenomenon. The truth of any affirmation is a matter of gradation. The methodology used was: 1) recording and transcription of interviews with bilingual individuals; 2) selection of life story narratives inside these interviews; 3) identification of the relevant variables for the analysis; 4) analysis of bilinguality using Fuzzy Logic Toolbox in MATLAB. The bilinguality of the individuals is analyzed in real everyday life situations, in contexts such as: familiar, social and professional. An important aspect to be considered is that, due to the fluidity of bilinguality, different factors and multiple variables compete to set up an analysis of bilingualism manifestations. Thus, we could prove mathematically, using fuzzy logic, what we might previously know based on our life experience: one individual presents different degrees of bilinguality, depending on the moment of their life they are.

Die Dissertation untersucht die Entwicklung der Rechtschreibfertigkeiten von Schülern mit Deutsch als Zweitsprache im Vergleich zu ihren Mitschülern mit Deutsch als Muttersprache in der Sekundarstufe I. Kern der Untersuchung bildet die Methode der Fehleranalyse. Mittels quer- und längsschnittlicher Analysen werden spezifische Vergleiche zwischen den Rechtschreibleistungen von 236 Schülern italienischer und deutscher Herkunft vorgenommen. Die Ergebnisse der Untersuchung präzisieren die empirisch bislang nur lückenhaft dokumentierten Rechtschreiberwerbsverläufe von ein- und zweisprachigen Schülern der Sekundarstufe I. Die Daten geben Auskunft über bestehende Leistungsrückstände der zweisprachigen Schüler und dokumentieren charakteristische Entwicklungsverläufe und Fehlerschwerpunkte. Für die Unterrichtspraxis geben die gewonnenen Erkenntnisse folglich konkrete Hinweise. Aufgezeigt werden nicht nur die Lerninhalte, für die vertiefende Instruktionen und Übungen im Unterricht der Sekundarstufe I nötig sind, sondern ebenfalls die Zeiträume, in denen sich die Schüler sichere Schreibfertigkeiten in den einzelnen orthographischen Problembereichen aneignen.

Cette these traitement sociolinguistique et description linguistique est une etude du pidgin english camerounais, en abrege p. E. C, qui est une langue parlee principalement dans les provinces occidentales, du littoral et du centre du cameroun. Le pidgin english camerounais souffre d'une image devalorisee comme le terme << pidgin >> l'indique car il est percu comme une langue de communication elementaire. Notre propos est de montrer que le pidgin english camerounais est une langue a part entiere ne meritant pas son statut sociolinguistique pejore. Car elle est en train d'acquerir outre ses fonctions premieres, les autres fonctions d'une langue de grande communication. Dans la premiere partie la these est une etude sociolinguistique de cette langue camerounaise. Elle fait appel a des concepts et theories divers pour tenter de resoudre sa complexite derriere l'apparente simplicite qu'on attache d'ordinaire a la notion meme de << pidgin >>. Nous proposons le concept de << bilingualite >> qui est une relation entre le psychologique et le sociologique c'est a dire entre les rapports sociaux manifestes par les usages de la langue et les attitudes psychologiques ou l'image mentale des sujets parlants devant leur langue. La these montre que les attitudes des sujets sont plus contrastees mais elles sont beaucoup plus positives qu'on ne le pense en general. Nous avons etudie les attitudes << psychosociologiques >>, concept dela << bilingualite >> a travers une enquete menee a la fois au cameroun et dans les milieux camerounais de lyon. La deuxieme partie est une description phonologique, grammaticale et lexicale du pidgin english camerounais. Il a un systeme stable derriere ses apparentes variations. Phonologiquement ce dernier fonctionne avec 43 phonemes. On assiste ainsi a l'emergence d'un systeme tonal. En grammaire, la phrase repose sur un fonctionnement syntaxique relativement stable et contraignant. Apres avoir mis en exergue un systeme nominal relativement stabilise, nous etudions le verbe qui repose sur un systeme de marqueurs verbaux pour lesquels nous proposons le terme d' << adpredicat. L'etude lexicale met en evidence le role respectif des rapports anglais et africains ainsi que leurs interferences.

The present research examines the possible effects of bilinguality on additional language proficiency and the academic achievement of Iranian EFL learners. This study is a longitudinal survey of 98 EFL learners in the English Language Department of Urmia University in Azerbaijan, Iran, during the 2002-2004 academic years. It compares 56 Turkish-Persian bilinguals with 42 Persian monolinguals in terms of their performance on the FCE language proficiency tests, i.e. listening comprehension, reading comprehension, writing proficiency, and speaking proficiency in three phases of data collection. The two groups were also compared with regard to their academic achievements based on their grades consulted in every phase of the study. The subjects, who fell within the age range of 18-24 years, were similar in terms of individual (e.g. linguistic background), social (socio-economic status), psychological (motivation orientations), and educational (previous exposure to other languages) orientations. Analysis of the data submitted to a series of independent t-tests indicated that bilinguals performed significantly better than monolinguals in all measures of language proficiency except for writing skill. Further analysis of the data revealed that bilinguals attained higher levels of academic achievement. The findings, therefore, appear to provide support for the argument that bilinguality may be a good predictor of success in learning additional languages, English in this case. The findings are discussed in relation to the Threshold Hypothesis (Cummins, 1976) that assumes a minimum threshold level of competence to be attained by a bilingual in his two languages to benefit from his bilinguality; and the Interdependence Hypothesis (Cummins, 1979) that posits positive cross-lingual transfer of cognitive/academic skills between the languages one knows. In other words, through evaluating the four basic language skills separately, the researcher provides evidence that: a) the findings are within the framework of these two fundamental hypotheses in research on bilingualism, and b) knowledge of two languages may not exert the same effect on every language skill as far as additional language learning is involved. This is more evident from the key findings related to the fourth hypothesis, i.e. a lack of significant difference between the two groups in terms of their writing proficiency; a finding which encourages new avenues of enquiry for those interested in issues related to bilingualism and additional language learning. An outstanding feature of this study is that it expands research into a rarely investigated cohort, namely, adult non-balanced bilinguals. Furthermore, it explores bilinguality and its possible effects on learning of English as a foreign language among EFL learners from a part of the world where there has been minimal empirical research. It brings evidence from a new sociolinguistic context with a different combination of languages (i.e. Turkish, Persian and English). The findings of the present investigation also bring a new perspectives on how bilinguality as an important learner variable affects additional language learning. The outcomes may make significant contributions to help the individuals of either language background (i.e. Turkish, Persian) to achieve gains in additional language learning.

L'enfant d'aujourd'hui est propulse dans une communication internationale constante, plurilingue et multiculturelle qui fait partie de son quotidien. Il s'avere evident de hisser le locuteur alloglotte de 1996, vers le locuteur polyglotte de l'an 2000. Mais apprendre les langues pour un enfant (3 ans,. . . ), en milieu captif, exogene, requiert un curriculum base sur la biographie et le comportement langagiers de l'apprenant. Un enfant qui apprend est avant tout un etre social dans la totalite de sa personnalite. Il vit en coordonnant tous ses aspects cognitifs, affectifs, corporels et verbaux. A cet age, l'enfant jouit d'une plasticite cerebrale multisensorielle, en cours de structuration, qui va lui faciliter l'impregnation de la complexite des langues. Si l'interaction milieu-enfant-informateur, (zone de developpement proximale), est suffisamment semiotique, pluricodique et discursive, l'apprenant va reinvestir dans l'apprentissage de la langue etrangere, les processus dont il se sert dans l'apprentissage de sa langue maternelle, (alternance codique). Cependant apprendre les langues pour un enfant, depasse le concept de metalangage neuro-sensoriel. La langue etrangere est avant tout une langue-culture, une relation avec l'autre. Acceder a une competence interculturelle, c'est se decentrer par rapport a sa culture pour reconnaitre l'autre dans sa singularite sans renoncer a sa sienne propre, c'est s'ouvrir a l'alterite. Cette approche d'une bilingualite repose sur le sentiment identitaire que l'enfant developpe en interaction avec autrui, avec lui-meme, avec son milieu proche. Il met en jeu, de fait, toutes ses perceptions-sensations, toutes ses images mentales, pour "inter" communiquer. En fait, apprendre une langue pour un enfant, c'est s'eveiller au langage (awareness of language) par l'identification multidimentionnelle d'un "savoir-etre" interculturel, sans craindre de s'y perdre.

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Os atuais processos de globalização (KUMARAVADIVELU, 2006), caracterizados principalmente pela popularização da internet no mundo, têm influenciado diretamente na maneira como entendemos e vivenciamos as mais diversas formas de contato linguístico em nossa vida cotidiana. Paradoxalmente, embora seja preciso lançar mão de diferentes práticas discursivas durante as interações diárias das quais participamos, parece que a relação língua estrangeira/escola no Brasil ainda se mostra um tanto quanto controversa. Dessa forma, torna-se imperativo pensar em novas estratégias e abordagens para o tratamento da língua estrangeira enquanto disciplina na sala de aula, a fim de que ela se alinhe às demandas dessa nova realidade na qual estamos inseridos. Para isso, porém, faz-se necessário abandonar a ideia de que o aprendiz precisa ser “proficiente” em uma língua e concentrar esforços em torná-lo capaz de (inter)agir dentro dos contextos nos quais transita – exercendo, portanto, o que chamaríamos de bilingualidade (SALGADO, 2008). Acreditamos, neste trabalho, que tal desenvolvimento pode ser potencializado por uma educação bilíngue de orientação dinâmica (GARCÍA, 2009), desde as séries iniciais da escolarização, caracterizada pelo foco no aprendiz e pela potencialização de interações ditas incidentais dentro de sala de aula, i.e., interações cujo foco se distancia do foco da aula em determinado espaço de tempo e, dessa forma, proporciona ao aprendiz oportunidades de aprendizado não previstas pelo professor. Esta dissertação se baseia num processo de descrição de estratégias de desenvolvimento da bilingualidade de aprendizes inseridos em contextos escolares através do aprendizado incidental (KERKA, 2000; VAZQUEZ, 2014; GRIM-FEINBERG, 2015). De forma mais específica, procuramos discutir também: i) quais são os desdobramentos de se ter o aprendiz como centro do processo de aprendizagem; ii) como fomentar o aprendizado incidental dentro do contexto escolar; e iii) a importância de se desenvolver a agentividade dos aprendizes em seus processos de construção de conhecimento. Para tanto, foram analisados documentos (a saber, notas expandidas, vídeos e relatórios) produzidos a partir de dois contextos, nos quais crianças aprendizes de inglês começaram sua exposição à língua inglesa na faixa etária dos 03 aos 08 anos e tiveram suas aulas elaboradas e executadas a partir desta concepção de educação bilíngue. A fim de entender como se dava este processo, as interações documentadas foram mapeadas em três categorias: interações do tipo aprendiz-aprendiz, aprendiz-contexto e aprendizprofessor. A análise destes dados aponta para o fato de que: i) além da bilingualidade foi possível notar o desenvolvimento de outras habilidades nos aprendizes, como suas práticas de letramento na língua estrangeira em questão; ii) apesar das peculiaridades de cada contexto, os aprendizes se mostraram muito engajados e disponíveis às aulas, o que contribuiu significativamente para o seu desenvolvimento lingüístico; e iii) o aprendizado incidental se configura, de fato, como uma importante ferramenta no processo de desenvolvimento da bilingualidade dos aprendizes inseridos em contexto escolar, e recomenda-se, portanto, que seja fomentado através das abordagens metodológicas escolhidas por cada instituição.
The ongoing process of globalization (KUMARAVADIVELU, 2006), characterized mainly by the popularization of the internet around the world has been influencing directly the way we understand and live experiences involving language contact in our everyday life. Paradoxically, although we need to use different discursive practices while interacting with others, it seems that the relation between foreign language and schools in Brazil is still controversial. Thus, it is extremely important to think about new strategies and approaches to work with foreign language as a discipline inside the classroom in order to make it closer to our reality. It is necessary, though, to change the idea that the learner needs to be “proficient” in a language and focus on make them capable of (inter)act in the contexts they belong to – using what we would call bilinguality (SALGADO, 2008). This paper proposes that such development might be encouraged by a bilingual education setting with dynamic orientation (GARCIA, 2009) since the beginning schooling. The focus should be on the learner and the potentiation of interactions called incidental in the classroom - what means interactions in which the main goal is not the goal of the class and because of that it presents to the learner opportunities of learning that could not be predicted by the teacher when preparing the class. Thus, this work aims to describe and analyze strategies of development of bilinguality of learners in school settings through incidental learning (KERKA, 2000; VAZQUEZ et al., 2014; GRIM-FEINBERG, 2015). More specifically, it also discuss 1) the consequences of having the learner as the focus of the learning process; 2) how to foster incidental learning in the classroom and 3) the importance of developing the agency of the learners in their process of building their knowledge. For doing so, it was analyzed the documentation (for the records, expanded notes, videos and reports) produced from two different contexts in which children learning a foreign language had classes elaborated and applied in this model of bilingual education. To understand how the process worked, the interactions documented were divided in three categories: interactions learner-learner, interactions learner-context and interactions learner-teacher. The analysis of the data suggests that 1) besides the development of bilinguality in these learners, it was possible to notice the development of other skills, such as their literacy in the foreign language; 2) even considering the specificities of both contexts, the learners seemed to be engaged and available to the classes, what contributed significantly to their linguistic development and 3) the incidental learning seems to be an important tool in the process of developing the bilinguality of the learners inside school settings and it is advised to be fostered though the methodological approaches chosen by each institution.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
O presente trabalho investiga uma comunidade japonesa situada na cidade do Rio de Janeiro dentro da perspectiva de línguas em contato num contexto de imigração bilíngue/multilíngue. Como proposta de investigação, levamos em conta o dinamismo das situações de bilinguismo, destacando a importância de estudá-las num contexto social que apresenta-se eminentemente mutável. Propomo-nos a pesquisar 15 nikkeis pertencentes à 3 redes sociais identificadas na Associação Nikkei do Rio de Janeiro, pormenorizando os estágios de bilingualidade desses sujeitos no momento atual de suas vidas. Com essa finalidade, lançamos mão dos conceitos de bilinguismo e bilingualidade nos termos de Savedra (1994-2009) que define aquele como a situação em que há o uso compartilhado de mais de uma língua num determinado domínio comunicativo e, esse, como os diferentes estágios de bilinguismo que os indivíduos bilíngues transpassam em sua vida. Para analisarmos os estágios de bilingualidade dos participantes de nossa investigação, identificamos o contexto de aquisição de línguas, bem como o uso funcional variado por ambientes comunicativos (familiar, social, profissional, específico de uso na Associação Nikkei e escolar) de todos os 15 informantes. Nossa pesquisa é descritiva, de caráter qualitativo na qual utilizamos o método de identificação de redes sociais, aplicação de questionário sociolinguístico e, também, anotações em diário de campo para destacarmos, através das observações realizadas na Associação supracitada, as informações relevantes ao nosso estudo. Como resultado, podemos salientar a fluidez tangível da maioria das situações de uso das línguas investigadas, levando-nos a solidificar as conclusões de Savedra (op. cit.) em suas investigações que atesta, de maneira evidente, o caráter relativo que define o fenômeno do bilinguismo, como também confirma que a condição bilíngue é instável, sendo modificada pelo contexto de aquisição de línguas e pelos domínios de uso linguístico em diferentes ambientes comunicativos. Em nossa pesquisa, o domínio de uso funcional linguístico por ambientes comunicativos mostrou-se mais determinador da fluidez de uso das línguas em questão (português e japonês) nos indivíduos investigados. Contudo, não podemos descartar o contexto de aquisição das línguas como um fator relevante para a determinação da dominância de utilização de uma língua em relação à outra no momento atual de uso na vida dos falantes investigados
This study investigates a Japanese community located in Rio de Janeiro city within the language contact perspective in a bilingual / multilingual immigration context. As research aim, we take into account the dynamics of bilingualism situations, highlighting the importance of studying them in a social context that presents itself eminently changeable. We propose to search 15 Nikkei who belong to three social networks identified in the Nikkei Association of Rio de Janeiro (Rio Nikkei), detailing these subjects’ bilinguality stages at the present moment of their lives. For this purpose, we used the bilingualism and bilinguality concepts in Savedra’s terms (1994-2009) who defines the first one as the situation in which there is a shared use of more than one language in a certain communicative domain, and the second one, as the different stages of bilingualism in which bilingual individuals trespass in their life. In order to analyze the participants’ bilinguality stages, we have identified the context of language acquisition as well as the varied functional use by communicative environments (familiar, social, professional, Nikkei Association specific use and scholar) of each one of the studied informants. Our research is descriptive, characteristically qualitative in which we use the social networks identification method, sociolinguistic survey application and daily notes to stand out, through the observations made in the aforementioned Association, the relevant information to our study. As a result, we can point out the tangible fluidity of the majority of use cases in the investigated languages. The results lead us to solidify the Savedra’s findings (op. Cit.) which proves the relative character that defines the bilingualism phenomenon. Besides, the results also confirms the fact that bilingual condition is unstable and it modifies itself by the context of language acquisition and by the language use domains in different communicative environments. In our research, the linguistic functional use domain by communicative environments was more significant to determine the languages use fluidity (Portuguese and Japanese) in the investigated individuals. However, we cannot rule out the context of language acquisition as a relevant factor in determining one language use dominance over the other one in the investigated speakers’ current life

This dissertation based on a case study explores the acquisition and the guidance of Swedish Sign Language and spoken Swedish over a span of seven years. Interactions between a pair of fraternal twins, one deaf and one hearing, and their Deaf[1] family were video-observed within the home setting. The thesis consists of a frame which provides an overview of the relationship between four studies. These describe and analyze mainly storytime sessions over time. The first article addresses attentional expressions between the participants; the second article studies the mediation of the deaf twin’s first language acquisition; the third article analyses the hearing twins acquisition of parallel bimodal bilingualism; the fourth article concerns second language acquisition, sequential bimodal bilingualism following a cochlear implant (CI). In the frame, theoretical underpinnings such as mediation and language acquisition were compiled, within a sociocultural frame. This synthesis of results provides important information; in the 12- and 13-month sessions simultaneous-tactile-looking was noted in interchanges between the twins and their mother; mediation of bilingualism was scaffolded by the caregivers with the hearing twin by inserting single vocal words or signs into the language base used at that time, a finding that differs from other reported studies; a third finding is the simultaneousness in which the deaf child’s Swedish Sign Language skill worked as a cultural tool, to build a second and spoken language. The findings over time revealed actions that included all the family members. Irrespective of the number of modes and varied types of communication with more than one child, mediation included following-in the child’s initiation, intersubjective meaningfulness and encouragement. In accordance with previous research, these factors seem to promote the acquisition of languages. In conclusion, these findings should also prove useful in the more general educational field. [1] Deaf with a capital ‘D’ is commonly used for cultural affiliation whereas lower case ‘d’, as in deaf, refers to audiological status (Monaghan, Schmaling, Nakamura & Turner, 2003).

Disputationen tolkas till svensk teckenspråk, hörselslinga finns.

At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Submitted. Paper 3: Accepted. Paper 4: Submitted.

Diese Arbeit ist mit der Frage befasst, ob sich früh bilinguale Grundschulkinder aus Einwandererfamilien zu einem fortgeschrittenen Zeitpunkt ihres Leseerwerbs in ihrer visuellen Worterkennung von monolingualen Altersgenossen unterscheiden. Insbesondere wird hinterfragt, ob ein erfolgreiches Leseverstehen unter Bilingualen mit einer anderen Nutzung von Worterkennungsfertigkeiten zusammenhängt als unter Monolingualen. Im empirischen Teil der Arbeit wird von einer Untersuchung berichtet, in deren Mittelpunkt die visuelle Worterkennung von N=80 türkisch-/deutschsprachig aufgewachsenen und N=57 monolingualen Drittklässlern stand. Hier wurden zunächst das Lese- und Hörverstehen der Kinder erhoben. Anschließend wurde der Einsatz von Worterkennungsfertigkeiten beim lauten Vorlesen ganzer Sätze erörtert und anhand der Bild-Wort-Aufgabe der automatisierte Zugang zur visuellen Worterkennung betrachtet. Die Forschungsergebnisse werden vor dem Hintergrund einer parallelen Verfügbarkeit von phonologischen Forminformationen beider Sprachen im bilingualen mentalen Lexikon interpretiert. Danach fällt es bilingual aufgewachsenen Kindern aus Einwandererfamilien in ihrer Zweitsprache schwerer, Schreibungs-Lautungs-Bezüge zu schriftsprachlichen Markierungen phonologischer Merkmale abzuleiten, wenn diese Merkmale für die phonologische Struktur der Erstsprache irrelevant sind. Einige Bilinguale können eine erschwerte phonologische Worterkennung mit Hilfe der Sichtworterkennung so effizient kompensieren, dass ihnen trotz dieser Probleme eine hoch automatisierte visuelle Worterkennung möglich ist. Dies gilt vor allem für bilinguale Kinder, die in ihrer Sprachdominanz und in ihrer Sprachwahl die Erstsprache nicht bevorzugen. Aufbauend auf dieser Interpretation werden weitergehende Forschungsperspektiven eröffnet und Implikationen für die Gestaltung des Schriftspracherwerbs diskutiert.

The importance of language and bilinguality in the development, perpetuation, and "degeneration" or change of culture is a central theme throughout this treatise. Original pictorial representations of Mayan hieroglyphic sculpture are included as examples, and represent artistic styles and language variations of written Cholan and Yucatec. Modern Cholan and Yucatecan languages are important in the decipherment of Mayan hieroglyphic writing, because these two languages were the languages of the ancient hieroglyphs. Bilinguality as a positive factor Is considered in the florescence and duration of the central lowland Mayan area. The impact of Spanish language on indigenous languages of Mesoamerica is traced from 1519 to the present. Special consideration and speculation is given to the role of Yucatec and Chol as "divine" non secular languages in the florescence of Mesoamerican cultures. This thesis is a continuation and development of undergraduate anthropologic field work undertaken in Mesoamerica during the 1970s.
Graduation date: 1994

In dieser empirischen Untersuchung geht es um Kinder mit Migrationshintergrund aus der Osnabrücker Umgebung, die regelmäßig im privaten Bereich Litauisch hören und sprechen. Die Matrixsprache bei allen Kindern ist Deutsch. Es handelt sich um gemischte Familien, bei denen die Muttersprache des Vaters Deutsch und die Muttersprache der Mütter Litauisch ist. Bei den sieben litauisch-deutsch sprechenden Kindern sind die litauischen Sprachstrukturen so ausgebaut, dass die prosodischen Elemente gut zu analysieren sind. Die Arbeit behandelt einen engen prosodischen Bereich: sie beschränkt sich auf die Tonverläufe im Litauischen im Kindesalter. Die Sprachaufnahmen wurden im Zeitraum von ca. zwei Jahren erhoben und anhand von Praat, dem linguistischen Programm, das die Sonagramme der Wörter mit den prominenten Silben mit schweren Reimen erstellt. Der theoretische Teil der Arbeit bestätigt die Komplexität des Begriffs Akzent, auch wird die litauische Phonologie im Vergleich zum Deutschen reflektiert. Die Auswertung der empirischen Daten der Kontrollgruppe in Litauen und der untersuchten Gruppe in Deutschland stellt eine Transparenz der Akzente, bzw. der Tonverläufe des Litauischen dar. Die Akzente werden "sichtbar" anhand von erstellten graphischen Baumstrukturen. Die Arbeit bestätigt, dass die Tonverläufe nur eine nachrangige Funktionalität im Litauischen haben. Die Kinder in der Diaspora, unter eingeschränkten Bedingungen, lernen die litauische Sprache auch mit ihren flüchtigen Strukturen wie der Wortprosodie. Die bilingualen Kinder sind in der Lage, die wortprosodisch kontrastierenden Wortformen im Litauischen zu differenzieren, obwohl ihre dominante Sprache Deutsch dies nicht kennt. Die Sprachuntersuchungen zeigen, dass die Kinder im Spracherwerb nicht strategisch vorgehen: sie können gewissermaßen nicht anderes, als eine Sprache ggf. vollständig zu erlernen.